Readers' Advisory in the Academic Library Children's Collection

Abstract

Ask a group of mature graduate students what they remember about their early schooling, and you are likely to hear vivid memories of teachers or librarians reading aloud, sharing literature with children. Admittedly, this is a biased sample of adults who have been positively drawn to reading. However, the power of a teacher to influence a young student is clear in the strong memories, recalled years later. In the frenetic schedule of today's schools, with every minute planned, who is sharing the pleasure of literature with young students? Where can teachers and librarians learn about children's literature so that they are prepared to share it with children and provide them with encouragement to become lifelong readers? How can teachers and librarians intelligently teach a whole language or literature‐based curriculum unless they are familiar with the literature being taught? An AAP Reading Initiative survey found “a full quarter of the teachers said they learn abut new books mainly from other teachers. Only four percent indicated that they heard about new books from librarians.” Dillingofski describes the excitement generated by the AAP Reading Initiative Teachers as Readers Project. Adults who care for children‐parents, teachers, school board members and administrators, meet at least monthly to discuss children's books that they have read. The enthusiasm generated to the book discussions results in increased interaction of adults with children's reading.

Citation

Lynn Rice‐Lively, M. and Froling Immroth, B. (1993), "Readers' Advisory in the Academic Library Children's Collection", Collection Building, Vol. 12 No. 3/4, pp. 63-66. https://doi.org/10.1108/eb023345